Abstract
This chapter reports the successful use of Informed Learning Participatory Action Research (PAR) for transformative professional development to overcome a historic gap between information literacy education theory and practice. Secondary school teachers and teacher librarians participated in a PhD qualitative research project undertaken in Australia to explore new ways of teaching expert information use as part of subject learning. An overview of the transformative models used is provided as well as a framework for whole school information practice by which students might develop their own repertoires of expert information strategies. The model presents a collaborative approach to changing teacher practice for information literacy education.
